Abstract
Dewey rose to prominence when Theodore Roosevelt started the conservation movement. Accordingly, Dewey criticized business corporations that destroyed virgin lands, polluted rivers, and wasted valuable resources seeking immediate profit. Tying these criticisms to the ways people should think, Dewey contended that people would reduce the dangers of individualism, materialism, and conformity if they sought satisfaction within activities they wanted to pursue. Further, he wanted schools to teach students to think in ways that benefitted the students and the society.
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Notes
John Dewey, Democracy and Education (1916, repr., New York: The Free Press, 1944), 87.
Michael H. DeArmey and James A. Good, Origins, the Dialectic, and the Critique of Materialism (Bristol, England: Thoemmes Press, 2001), 14;
Alexis de Tocqueville, Democracy in America, trans. Arthur Goldhammer (New York: Library of America, 2004), 595–599.
James A. Good, “Rereading Dewey’s ‘Permanent Hegelian Deposit,’” in John Dewey’s Philosophy of Spirit, eds John R. Shook and James A. Good (New York: Fordham University Press, 2010), 56–57.
James A. Good, A Search for Unity in Diversity: The “Permanent Hegelian Deposit” in the Philosophy of John Dewey (Lanham, CO: Lexington Books, 2006), xvii–xxvii.
Amy Gutmann, Democratic Education (Princeton, NJ: Princeton University Press, 1987), 13.
See, for example, C. A. Bowers, “The Insights of Gregory Bateson on the Connections between Language and the Ecological Crisis,” Language and Ecology, vol. 3, no. 2 (2010): 1–27, www.ecoling.net/download/i/mark_dl/u/4010223502/4567660582/, accessed 26 September 2013.
John Dewey, The School and Society and the Child and the Curriculum (1900, repr., Chicago, IL: University of Chicago Press, 1990), 6–29.
John Dewey, Democracy and Education (1916, repr., New York: The Free Press, 1944), 16–17.
Thomas D. Fallace, Dewey and the Dilemma of Race: An Intellectual History, 1895–1922 (New York: Teachers College Press, 2011).
John R. Shook, “Dewey’s Naturalized Philosophy of Spirit and Religion,” in John Dewey’s Philosophy of Spirit, eds John R. Shook and James A. Good (New York: Fordham University Press, 2010), 50–51.
John Dewey, How We Think (1910, repr., Mineola, NY: Dover Publications, 1997), vii.
John Dewey, “Freedom,” The Collected works of John Dewey, 1882–1953, Intelex Past Masters, URL: http://pm.nlx.com, accessed 18 September 2014.
For a description with pictures of Froebel’s kindergarten gifts and occupations, readers should see Norman Brosterman, Inventing Kindergarten (New York: Harry N. Abrams, 2002).
John Dewey, Experience and Education (1938, repr., New York: Touchstone, 1997), 37–39.
John Dewey, Art as Experience (1934, repr., New York: Capricorn Books, 1958), 5, 44–54.
Boyd Bode, Fundamentals of Education (New York: The Macmillan Co., 1921), 12–13.
See, for example, John Fiske, Darwinism and Other Essays (New York: Macmillan and Co., 1879).
John Dewey and James H. Tufts, Ethics: Revised Edition (1908; rev., New York: Henry Holt and Co., 1932), 449–458, 487–488.
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© 2015 Joseph Watras
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Watras, J. (2015). Pragmatism and Ecological Conservation: The Ideas of John Dewey. In: Philosophies of Environmental Education and Democracy: Harris, Dewey, and Bateson on Human Freedoms in Nature. The Cultural and Social Foundations of Education. Palgrave Pivot, New York. https://doi.org/10.1057/9781137484215_4
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DOI: https://doi.org/10.1057/9781137484215_4
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